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Active Citizenship & Volunteering Active Citizenship & The Curriculum Briefing Series ACT has produced a series of topic briefings which are Volunteering designed to explain the new areas of content in the pro- grammes of study for Citi- Curriculum Briefing 3 zenship and to provide a starting point for teachers as they review their plans. Top- Curriculum references ics include: The programme of study at key stage 3 re- develop their skills to be able to use a 1. The electoral system and quires teaching should develop: range of research strategies, weigh evi- party politics dence, make persuasive arguments and skills to research and interrogate evi- substantiate their conclusions dence, debate and evaluate viewpoints, 2. The constitution and po- present reasoned arguments and take experience and evaluate different ways litical system informed action that citizens can act together to solve problems and contribute to society and that pupils should be taught about: 3. Active Citizenship & Vol- the roles played by public institutions and that pupils should be taught about: unteering and voluntary groups in society and the actions citizens can take in democratic ways in which citizens work together to and electoral processes to influence 4. Personal finance improve their communities, including decisions locally, nationally and beyond opportunities to participate in school- different ways in which a citizen can 5. Justice, the legal system based activities contribute to the improvement of his or and international law her community, to include the opportuni- The programme of study at key stage 4 re- ty to participate actively in community Additional resources such as quires teaching should build on the key stage volunteering, as well as other forms of guidance notes on the whole 3 programme of study and pupils should: responsible activity. programmes of study and a ‘big picture’ are available to members on the ACT web- What’s the big idea? site: Democratic societies are more likely to thrive when there is an active and engaged citizenry who www.teachingcitizenship.org contribute positively to political and public life as voters, community members and informed, active citizens. One of the aims of Citizenship is for students to “develop an interest in and commitment to, participation in volunteering as well as other forms of responsible activity that they will take with them into adulthood”. Active citizenship, including volunteering should involve learning about and learning how to influence decisions, improve communities and solve problems together. The revised Citizenship curriculum requires students to explore and evaluate the roles of public institutions (eg parliament, the courts, public services) and of voluntary groups (eg third sector organisations such as charities, community or campaigning groups) in society. Students will also develop their knowledge whilst using skills to research challenging issues, debate problems and evaluate strategies and actions they have taken to address issues of concern within the school and wider community. Key concepts & skills The key to making teaching about volunteering and active citizenship effective is to return to a few clear central concepts and skills throughout: (1) Democracy – in particular how do individual citizens really get to influence decision-makers and those in powerful positions whether they are in government, business, public services or other organisations? (2) Rights - including political rights and duties such as the right to voice your opinion, participate in campaigns, undertake political actions versus responsibilities to consider others; duties to be active rather than a ‘free-rider’ in society. P a g e 2 (I) Active citizenship involves active learning Active citizenship is a teaching approach that uses active learning to equip pupils to take informed and re- sponsible action aimed at making a positive difference in their communities. Active learning is a technique or set of approaches designed to encourage pupils to be actively engaged as they plan, undertake and reflect on their learning. Active learning Active citizenship Active learning is the opposite of passive learning Active citizenship involves people acting together or where the learner is involved in the process of gaining individually to achieve a change or benefit in society and constructing knowledge. Active learning involves or to resist an unwanted change. Pupils undertake new experiences (doing and observing) and an on- activities they have planned to address issues or prob- going dialogue about learning (with self and others). lems of concern to communities. Through active citi- Interaction with others is a key part of active learning. zenship pupils develop the confidence and conviction Active learning can, but does not necessarily involve that they can act with others, have influence and physical movement but does require an active brain make a positive difference in society. engagement with the issues. There are a range of terms that are used to describe different kinds of active citizenship: Community involvement is a term used by Bernard Crick in 1998 when he set out the case for in- cluding citizenship education in the National Curriculum for England. Community involvement is ‘learning about and becoming helpfully involved in the life and concerns of their communities, including learning through community involvement and service to the community’. (Crick, 1998) Volunteering is usually an unpaid activity where people give their time to do something of benefit to others in the community or society. The best examples of volunteering involve students under- taking research about the role and purpose of the voluntary action they propose to take and evaluating their learning from the experience. Social action can be defined as practical actions in the service of others. It involves activities carried out by individuals or groups that are not for profit and aim to bring about a change or benefit for communities. This might involve giving time and/or money. The National Citizen Service (NCS) define social action as ‘meaningful and realistic projects that involve people from the community and deliver a tangible benefit along with the opportunity for social mixing’. A Social enterprise is a not-for-profit organisation with defined social goals. Any surplus income is used to contribute to making a positive difference to the community, be that locally, nationally or internationally. Students may be involved in setting up a social enterprise as an active citizenship or social action project. “No one is born a (II) A continuum of participation and actions good citizen; no As well as a range of types of active citizenship to address an issue of concern there can be variations in the level of participa- nation is born a tion and nature of actions. These variations Student autonomy, independence and lead- democracy. include: ership eg from teacher directed or supported actions to entirely student led Rather, both are Complexity - complexities of issues being Community involvement eg from consultation processes that addressed eg from raising awareness of a need with a range of community members to full and to investigating a complex and controversial direct engagement and involvement of them in continue to evolve issue affecting individuals, groups and commu- the actions undertaken over a lifetime.” nities in different ways Location eg from those that are entirely school Nature and sophistication of participation based activities to those undertaken off-site in a Kofi Annan eg raising money for a charity or volunteering range of places in the wider community. to help others, to planning a detailed campaign Active Citizenship & Volunteering Curriculum Briefing 3 P a g e 3 (III) Characteristics of effective active citizenship “Never doubt that Active citizenship including volunteering can take sure the project can take place many forms. However often, successful projects will a small group of allows for input by the community and include most of the following features: enables students to work with the com- thoughtful, addresses a real need or issue in a chosen munity committed citizens community ensures time and space to reflect on can change the is realistic and has achievable outcomes that and celebrate the achievements of the the students are committed to project world; indeed, it's is student led, wherever possible provides on-going opportunities for the only thing that students to contribute to different has adequate resources and support to en- forms of responsible action. ever has.” Margaret Mead (IV) GCSE Case Studies The GCSE Citizenship Studies qualification is widely use in schools across England to give public recognition to student attainment in the subject. The qualification involves practical opportunities for students to take forward active citizenship projects. Four re- cent examples of GCSE projects are described below: Students were concerned about rising local crime statistics. They decided to undertake a group activity to investigate the issue and share their research findings through a school-based event. The students were keen to challenge the perception that crime is only committed by young people in the area. The event included members of the school and wider commu- nity including the local police, local councillor and youth worker. Students wanted to find out about the problem of sewage entering the sea and the impact on tourism and the local econ- omy with the aim of raising awareness of the
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